Mobile devices are becoming ever more widely available, with growing functionality, and are increasingly used as an enabling technology to give students access to educational material anytime and anywhere. However, the design of educational material user interfaces for mobile devices is beset by many unresolved research issues such as those arising from emphasising the information concepts then mapping this information to appropriate media (modelling information then mapping media effectively). This report describes a multimedia user interface design method for mobile learning. The method covers specification of user requirements and information architecture, media selection to represent the information content, design for directing attention to important information, and interaction design to enhance user engagement based on Human-Computer Interaction design strategies (HCI). The method will be evaluated by three different case studies to prove the method is suitable for application to different areas / applications, these are; an application to teach about major computer networking concepts, an application to deliver a history-based topic; (after these case studies have been completed, the method will be revised to remove deficiencies and then used to develop a third case study), an application to teach mathematical principles. At this point, the method will again be revised into its final format. A usability evaluation will be carried out to measure the usefulness and effectiveness of the method. The investigation will combine qualitative and quantitative methods, including interviews and questionnaires for data collection and three case studies for validating the MDMLM method. The researcher has successfully produced the method at this point which is now under validation and testing procedures. From this point forward in the report, the researcher will refer to the method using the MDMLM abbreviation which means Multimedia Design Mobile Learning Method.

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Semantic and Cloud Computing technologies have become vital elements for developing and deploying solutions across diverse fields in computing. While they are independent of each other, they can be integrated in diverse ways for developing solutions and this has been significantly explored in recent times. With the migration of web-based data and applications to cloud platforms and the evolution of the web itself from a social, web 2.0 to a semantic, web 3.0 comes the convergence of both technologies. While several concepts and implementations have been provided regarding interactions between the two technologies from existing research, without an explicit classification of the modes of interaction, it can be quite challenging to articulate the interaction modes, hence building upon them can be a very daunting task. Hence, this research identifies and describes the modes of interaction between them. Furthermore, a "cloud-driven" interaction mode which focuses on fully maximising cloud computing characteristics and benefits for driving the semantic web is described; providing an approach for evolving the semantic web and delivering automated semantic annotation on a large-scale to web applications.

Multimedia provides exciting opportunities to education as it allows educational material to be delivered in a multitude of ways, fine-tuned to enhance the learning experience. By using multimedia in e-learning systems, educational material can be presented in ways that both simplify and enhance learning. Increasingly, educational material developers are taking advantage of multimedia technology to deliver education but use multimedia in a variety of ways that are more based on intuition and personal experience and this often leads to the development of an ineffective learning material. Although there are not many main media prototypes (animation, images, video, text, audi o), when examined at sub-prototype level, we find that there are many media types that can be used to present educational information. Given the number of available media sub-prototypes, the choice and mode of delivery of multimedia presents a problem in designing educational material. What media type or combination of types do we use for a given educational concept? What media combinations will improve learning for a particular educational concept? This paper presents a method for the selection of appropriate media for educational material and demonstrates how the method could be effectively used in the design of educational material, suitable for e-learning applications.

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Semantic Web Technologies have been an active research area for some time and they are concerned with the development of technological concepts and artefacts that can drive the much elusive semantic web. The idea of a semantic web is a web which comprises of data with well-defined meaning. It is also a web that is context-aware in nature, whereby web documents are easily understandable and able to be processed by machines based on the underlying meaning provided for the documents by making use of annotation data (i.e. metadata). While several concepts have been proposed to drive the semantic web, none has so far demonstrated potentials to transform the current Web 2.0 to a truly semantic Web 3.0. With the advent of diverse technological innovations such as internet of things, cloud computing, big data analytics, etc. it is pertinent to review the state-of-the-art for semantic annotation and how it can be impacted by any of these technologies. This paper provides a review of semantic annotation state-of-the-art and how cloud computing as a paradigm can impact on it.

Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers' input in game design processes; however, evidence also seems to suggest that the teacher's role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher's perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process.The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules.The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers' theoretical knowledge of gamification in education and the practical application of gamification in a school context.